Psyc Test (Part 2)

Front 1

At what age do IQ scores become dependable acording to Schuerger and Wit?

Back 1

age 6

Front 2

Terminal Decline

Back 2

An abrupt decline in measured intelligence about 5 years before death.

Front 3

What IQ determines retardation

Back 3

under 70

Front 4

Crystallized Intelligence

-how does it develop with age?

Back 4

Involves abilities based on knowledge accumulated experience and general information.

-increases with age

Front 5

Fluid Intelligence
-how does it develop with age?

Back 5

Involves skills dependent on speed, adaptation, flexibility and abstract reasoning

-declines with age

Front 6

What are valid uses of the IQ test?

Back 6

-the only valid use of the IQ test is to predict school performance.

the BEST PREDICTOR of a person's intelligence is the most recent test

Front 7

Learning

Back 7

a relatively permanent change in behavior resulting from practice (experience)

Front 8

I. M. Sechenov

Back 8

-believed that unrelated mental events become associated if they occur together often enough

Front 9

Ivan Pavlov

Back 9

proved Sechenov's proposal

Front 10

Orienting Reflex (2 things)

Back 10

-FIRST step in conditioning

-organism pays attention to a neutral stimulus

Front 11

Unconditioned Stimulus (US)

Back 11

is innately capable of eliciting a responce

-training not required

Front 12

Conditioned Stimulus (CS)

Back 12

-An initially neutral stimulus which comes to elicit a new response by virtue of pairings with the unconditioned stimulus (US)

-needs to be taught

Front 13

Conditioned Response

Back 13

- A learned Response

-the respones elicited by an initially neutral stimulus as a result of pairings with the
US


REPRESENTS THE BASIC BUILDING BLOCK OF ALL LEARNING

Front 14

Classic Conditioning

Back 14

-a form of learning in which an initailly neutral stimulus (CS) is paired with a stimulus (US) innately capable of causing the response

Front 15

What is learned in Classic Conditioning

Back 15

the relationship or association between two stimuli

Front 16

Taste Aversion Learning

Back 16

-an ACTIVE dislike for a particular food frequently created when the food is associated with sickness

Front 17

Temporal Relations Between CS & US

Back 17

when two events occur close together, approx 1/2 sec, they come to have similar meaning and produce a similar response

Front 18

Extinction

Back 18

-the process of consistently NOT REINFORCING a learned response

Front 19

Spontaneous Recovery

Back 19

The sudden reappearance of learned response after apparent extinction following a brief rest period

Front 20

Stimulus Generalization

Back 20

refers to the tendency to respond to stimuli similar to, but different from, the original conditioned stimulus (CS).

-the greater the simularity, the greater the tendency

Front 21

Insturmental/Operant Conditioning

Back 21

concerned with how we learn to associated responses with their consequences

Front 22

Basic Principal of Operant Conditioning

Back 22

acts followed by reinforcement tend to be repeated

Front 23

Edward L Thorndike
(2 things)

Back 23

-introduced the concept of reinforcement to psychological theory

-what is learned are S-R bonds

Front 24

Thorndike's Law of Effect

Back 24

The consequenes of a response determine whether the tendency of the stimulus to produce that response again is strengthed or weakened

Front 25

B. F. Skinner

Back 25

believed that what gets strengthened is the operant (spontaneously emitted behavior) itself

Front 26

Shaping

Back 26

method of modifying behavior by reinforcing successive approximations of the desired behavior

Front 27

Reinforcers

(2 things)

Back 27

-any event that follows a resonse and is determined to have INCREASED the likelihood of the response occuring again

-Behavior is made more probable if it is followed by the presentation of a reinforcer (positive or negative)

Front 28

Positive Reinforcement

Back 28

-involves the presentation (addition) of something the organism wants

Front 29

Negative Reinforcements

Back 29

-involves the removal (subtraction) of an AVERSIVE stimulus

-taking away something the organism wanted removed

Front 30

what do positive and negative reinforcements do to behavior?

Back 30

they strengthen it

Front 31

Punishment

Back 31

the presentation of an AVERSIVE stimulus when the organism makes the instrumental response

-giving the orgtanism something it doesn't want, or taking away something it wants

Front 32

How does punishment effect behavior?

Back 32

the organism is less likely to make that response in the future

Front 33

How long should a consequense come after the desired response to be valid?

Back 33

IMMEDIATELY

Front 34

Social Reinforcement

Back 34

Reinforcers, such as attention, approval, and/or affection, provided by other people.

Front 35

Continuous Reinforcement

Back 35

-Each performance of the desired behavior is followed by reinforcement

Front 36

Partial (intermittent) Reinforcement

Back 36

-Not every performance of the desired behavior results in reinforcement

-is more resistant to extinction

Front 37

Ratio Schedules

Back 37

-Reinforcement depends only on the NUMBER of responses the subject makes

Front 38

Ratio Schedules
-Fixed Ratio (FR)

Back 38

-Reinforcement is given after a specified number of correct responses (ex: piecework in a Factory)

Front 39

Ratio Schedules
-Variable Ratio

Back 39

-Reinforcement is given after a changing number of correct responses

ex: GAMBLING, slot machines

Front 40

Which ratio provides the highest response?

Back 40

Variable Ratio (partial schdules)

Front 41

Interval schedules

Back 41

Reinforcement occurs only at certain times

-the number of correct repsonses does not matter

Front 42

Interval Schedules
-Fixed Interval

Back 42

Reinforcement is given after a specified time interval has passed

for example: recieving a paycheck every friday

Front 43

Interval Schedules
-Variable-Interval

Back 43

-The interval between reinforced trial VARIES

ex: the fisherman

Front 44

Escape Learning

Back 44

Learning to make a response in order to end an adversive stimuli

Front 45

Avoidance Learning

Back 45

Learning to make a response in order to postpone or prevent discomfort

Front 46

Cognitive Map

Back 46

-is an internal representation of the relationship between goals and behavior as well as knowledge of the enviornment where the goals are to be found.

Front 47

Social Learning Theory
(3 A's)

Back 47

-Albert Bandura
-contends that behavior

-can be learned in the Absence of reinforcement

-is regulated to a large extent by Anticipated outcomes

Front 48

keystone of social learning theory

Back 48

We can learn many things by observing others

Front 49

Vicarious Reinforcement

Back 49

watching a model being reinforced serves as reinforcement for the observer and may lead to changes in behavior

Front 50

Children tend to:

Back 50

Imitate what parents DO rather that what they SAY

Front 51

Sensory Memory
(3 things)

Back 51

Large Capacity
Information loss = decay
Retention Time = 1/3 - 2 seconds

Front 52

Short-Term Memory (STM)
(3 things)

Back 52

*capacity = 7 +/- 2 (Miller's magic #)

*Information Loss= Displacement

*Retention Time: 30 seconds

Front 53

Long-Term Memory

Back 53

Capacity= Infinite

Info Loss= Poor retrieval

Retention Time= Forever

Front 54

Recognition

Back 54

percieving something as having been experienced before

ex: a mulitiple choice test

Front 55

Recall

Back 55

involves searching for and producing a required memory trace

example: an essay or short answer test

Front 56

Tip-of-the tounge Phenomenon

Back 56

-refers to situations in which a person cannot recall a memory immediately but does have knowledge of it

Front 57

Serial Position Curve

Back 57

Most likely to remember items at the begining (primary effect) and end (recency effect) of a list and are least likely to remmeber items in the middle

Front 58

The von Restorff Effect

Back 58

-refers to the tendency to remember UNUSUAL items

Front 59

Latent Learning

Back 59

(hidden learning)
-learning occurs without obvious reinforcement and remains hidden until reinforcement is provided.

Front 60

Premack Principle

Back 60

Any high-frequency response can be used to generate a low-frequency response.

ex. not watching television until you're homework is done.